few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Thought: This problem involves understanding fractions as numbers by comparing their quantities.
Answer: F

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000157

3
options: Represent and solve problems involving addition and subtraction.

Rewrite rational expressions.

Understand solving equations as a process of reasoning and explain the reasoning.

Add and subtract within 20.

Work with radicals and integer exponents.

Understand the relationship between zeros and factors of polynomials.

Understand properties of multiplication and the relationship between multiplication and division.

Multiply and divide within 100.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Reason about and solve one-variable equations and inequalities.

Represent and analyze quantitative relationships between dependent and independent variables.

Analyze patterns and relationships.

Generate and analyze patterns.

Gain familiarity with factors and multiples.

Understand the connections between proportional relationships, lines, and linear equations.

Represent and solve problems involving multiplication and division.

Understand and apply properties of operations and the relationship between addition and subtraction.

Write expressions in equivalent forms to solve problems.

Use the four operations with whole numbers to solve problems.

Create equations that describe numbers or relationships

Represent and solve equations and inequalities graphically.

Solve systems of equations.

Solve equations and inequalities in one variable.

Work with equal groups of objects to gain foundations for multiplication.

Perform arithmetic operations on polynomials.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Use properties of operations to generate equivalent expressions.

Write and interpret numerical expressions.

Interpret the structure of expressions.

Work with addition and subtraction equations.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Use polynomial identities to solve problems.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding within 20.
Students may have many ideas for adding these numbers. In the synthesis, students discuss what they notice about the first two expressions. Students may notice that the expressions are equal and that one expression might help them with the other.
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(8 + 2 + 4\)
\(8 + 6\)
\(7 + 3 + 6\)
\(7 + 9\)
Student Response
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Activity Synthesis
“What do you notice about the first two expressions?” (They are both 14. If 6 was broken into 2 and 4, it would be the same expression.)


correct_option_index: 3